The reality of teaching is that every new semester brings new challenges and rewards. Individualized Education Plans and 504 plans are part of most classroom environments and can pose challenges to in

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The reality of teaching is that every new semester brings new challenges and rewards. Individualized Education Plans and 504 plans are part of most classroom environments and can pose challenges to instructional and assessment planning. Understanding your students will help you to better meet their needs.

At least annually, you will meet with the IEP team or support staff and parents to review these plans and share student progress. To prepare for these meetings, teachers often write a brief description of strategies, resources, and accommodations used in the classroom to support the student’s learning goals in order to improve achievement.

Examine the assessment data in the “Class Roster” and write a 100-150 word description for each student including strategies, possible resources, and accommodations to help improve student achievement. In addition, include a 100-150 word summary describing how you would interpret the assessment data for these students to inform and improve instruction.

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.


Class Roster

Andre Terry

Ashley Collins

Christopher Dixon

Cynthia Light

Delaney O Connor

Jennifer Dzuris

Jonpaul McLellan

Keon Hosseini

Leslie Bethea

Mark Robert Ruiz Rivera

Taryn Doyle

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

The reality of teaching is that every new semester brings new challenges and rewards. Individualized Education Plans and 504 plans are part of most classroom environments and can pose challenges to in
Public Schools of Robeson County IEP Document Student: Keyana Cheyenne Hammonds Student UID #: 1940510 DOB:06/06/2006 School: Saint Pauls High Grade:Tenth Grade Age:15 Primary Eligibility: LDSecondary Eligibility: INDIVIDUALIZED EDUCATION PROGRAM (IEP)Meeting Purpose: Annual Review Meeting Date: 02/24/2022 From: 03/01/2022 To:02/23/2023 Student Profile Student’s overall strengths that contribute to success in the educational environment: Keyana, is a sweet and easy going student. She is respectful to her teachers, and her peers. Her favorite subject is math and she enjoys multiplication and division. Parental concerns, if any, about their child’s academic and functional performance in school: Mrs. Hunt, wants Keyana to continue to receive extra supports and services to be successful. She wants to make sure Keyana receives the accommodations and modifications which she needs for high school in order to be successful. Parents want her graduate on time. Parent /student’s vision for the future: (Include, specifically, vision for after high school, if appropriate.) Keyana, would like to attend the University of North Carolina at Pembroke to get a degree and move on in hopes of becoming a doctor. Present Level(s) of Academic and Functional Performance Complete the current descriptive information by using norm-referenced, criterion-referenced, or any other valid data sources, as well as descriptive information for each of the relevant areas. Include current academic and functional performance, behaviors, social/emotional development, transition and other pertinent information. All areas asses- sed should be addressed and a determination made as to whether the data indicates an area is in need of specially designed instruction. AREA(S) IN NEED OF SPECIALLY DESIGNED INSTRUCTION (SDI) must be addressed within the IEP (e.g. annual goals, accommodations, specially-designed instruction, behavior intervention plan, etc.) Area Assessed: Source(s) of Relevant Information: Area in Need of SDI: Reading ·Date: 02/24/2022, Assessment Area: *Review of existing data, Assessment: Grades,Subject Area: All subjects Yes Narrative:For the 2017-2018 school year Keyana scored: Visual Arts-98, Social Studies-83, Science-84, Math- 70, Health and PE-100, and ELA-64. For the 2018-2019 School year Keyana scored: Visual Arts- 100, Social Studies-70, Science-89, Math-73, Keyboarding- 85, ELA-86. ·Date: 02/24/2022, Assessment Area: Progress Monitoring, Assessment: Other – Review of Existing Data (Educational), Subject Area: Broad Reading C: EC File, Parent/Guardian Student UID#: 1940510, Page: 1 Public Schools of Robeson County IEP Document Narrative:On the i-Ready Diagnostic Keyana scored on a 1st grade level for phonics, on a 2nd grade level for Com- prehension: Literature, on a 3rd grade level for Vocabulary and Comprehension: Informational Text. · Attendance Present Level of Performance: Keyana was administered the RIAS-2 and scored an 82 in reading comprehension. She understands when stories are read to her better than when she reads them herself. She struggles with comprehending words unless the explains the meaning of the word in the connotation it is being used. She does ask questions when she doesn’t understand something and often is able to proceed and join in group discussions when the meaning is broken down. Keyana will continue to receive supports like modified assignments, small group instruction, test in a separate setting, and study guides. Describe any relevant medical information: No medical information provided at this time. Describe how the disability impacts involvement and progress in the general curriculum: Keyana is currently performing below grade level in reading she struggles to read, comprehend and complete. all grade level material. Due to these needs a quiet place to work, modified assignments, study guides and extended time to be able to complete her work in a timely manner. Consideration of Special Factors: YES / NO If Yes, Location in the IEP Is the student an English Learner? No Additional Information: Does the student have any special communication needs? No Additional Information: Does the student require assistive technology devices or services? No Additional Information: Does the student require the instruction in or use of Braille? No Additional Information: Does the student have a documented hearing loss? No Additional Information: For the student who is deaf or hard of hearing, the following have been considered: · The student’s language and communication needs · Opportunities for direct communications with peers and professional personnel in the student’s language and com- munication mode · Academic level · Full range of needs, including opportunities for direct in- struction in the student’s language Communication mode No Additional Information: C: EC File, Parent/Guardian Student UID#: 1940510, Page: 2 Public Schools of Robeson County IEP Document Does the student have behavior(s) that impede his/her learning or that of others? If yes, how is behavior being addressed? Behavior Intervention Plan (BIP) Behavior Goal(s) Supplemental Aids/Supports No Additional Information: Does the student require Adapted Physical Education (APE) ? No Additional Information: Is the student receiving instruction using the Extended Content Standards? No Additional Information: Are there additional parent concerns? No Supports for academic, functional, personal changes or circumstances (if applicable): What information is known about the student that will assist in developing an individualized education program? Not applicable at this time Secondary Transition The student is 14 years or older or will be during the duration of the IEP: Yes No The following people provided information about the student’s needs, strengths, preferences and interests and course of study selection: Student Parent(s), Guardian(s) and Family Member(s) Adult Service Agency Representatives School Staff Other Course(s) of Study: Beginning at age 14 (or 8th grade) and updated annually: F – Future Ready Core Course of Study: Leading to a NC Diploma Complete beginning at age 16 (or earlier, as appropriate) and updated annually. Postsecondary Goals and Supports: Postsecondary goals are based upon age appropriate transition assessments as described in the present level of academic and functional performance. Indicate any activities and/or supports needed to assist student in making progress towards postsecondary goals (after high school) during the span of this IEP and the person (people) responsible for assuring these activities and/or supports are achieved. C: EC File, Parent/Guardian Student UID#: 1940510, Page: 3 Public Schools of Robeson County IEP Document Postsecondary Goals Education/Training After high school, Keyana Cheyenne Hammonds will: After graduating from High School Keyana will attend a local college and take some medical courses Employment After high school, Keyana Cheyenne Hammonds will: After graduating from high school Keyana will work part time preferably at a fast food joint. Independent Living (if appropriate) Keyana wishes to stay at home while she is in college but after she graduates she wants to get her own home and live independently. Postsecondary Supports Transition Services Transition Activities Responsible Person(s) Responsible Agency Adult Living Skills Keyana will take drivers ed to learn how to drive student, school staff student, school staff, parents Employment Development Keyana will learn basic work skills on the job -She wishes to work part time while she is in school. Parents and Keyana work Functional Vocat- ional Evaluation (if appropriate) Student has no functional behavior issues. student, school staff student, school staff Instruction Keyana will complete courses in the future ready course of study. She will receive SDI in her strategies class. school SPHS Related Services The student has no related services. student, school staff student, school staff Community Exper- iences Become part of a youth Group at church and participate in age appropriate events that her church offers Parents and Keyana Parents Daily Living Skills (if appropriate) learn postal service Parents and Keyana post office If the student is age 17 or younger during the life of this IEP, has the parent/guardian(s) and student have been informed of his/her rights will transfer to the child upon reaching age 18? Yes No If the student is age 18 or older during the life of this IEP, the parent/guardian(s) and student have been notified that the rights have transferred. Yes No Measurable Annual Goals Academic and/or functional goals designed to meet the student’s needs. Goals should be clearly defined and meas- urable. For students who take alternative assessments aligned to alternative achievement standards, include a des- cription of benchmarks or objectives. C: EC File, Parent/Guardian Student UID#: 1940510, Page: 4 Public Schools of Robeson County IEP Document Specific Area of Need Reading Observable Skill / Behavior Criterion for Mastery Method of Measur- ing Progress Assistive Technology Related to Transition Goals Keyana will read and com- prehend grade level text with 80% accuracy to demonstrate proficiency with reading com- prehension of grade level material after a year of tar- geted instruction. 100 Informal assess- ments, Student work samples No No · Keyana will read a para- graph correctly with no mistakes. · Given a story to read Key- ana will be able to choose the setting and characters Service(s) supporting this goal: · Reading ESY Service(s) supp- orting this goal: Least Restrictive Environment Description of Specially Designed Instruction and Related Services Indicate the least restrictive environment in which the student can achieve the goal(s). Specially Designed Instruction: Service Amount of Time in Minutes Frequency Location Duration Reading 90 minute(s) 5 per week Special Education 03/01/2022 to 02/23/2023 Related Services: No related services have been added for this student. Transportation is not required as a related service. Supplemental Aids/Services/Accommodations/Modifications:In the space provided, list the subject/activity area in which the student will participate and the supplemental aids, supports, modification, and/or accommodations required (if applicable) to access the general curriculumand make progress toward meeting annual goals. If supplemental aids/services, modifications/accommodations and/or assistive technology will be provided in special educationclasses, include in the table below. Classroom Activities Art – All: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Modified Assignments The general education will modify Keyana’s, assignments including homework assignments by reducing the number of questions or depth of the assignment with essay assignments. C: EC File, Parent/Guardian Student UID#: 1940510, Page: 5 Public Schools of Robeson County IEP Document Study Guides The general education teacher will provide, Keyana, with a study guide or outline to use as a study tool before each test. Scheduled Extended Time – Approximately __ minutes The student will have up to 90 minutes of extended time to work on her assignments in her strategies class. Test Read Aloud (in English) (Requires specifics) Computer will read test aloud if not available, test administrator will read test aloud. Testing in a Separate Room – Small Group High School- Test with 15 students or less. Career Technical Education Class: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes Keyana will receive up to an extra 90 minutes on assignments and test according to the assignment and teacher discretion. Test Read Aloud (in English) (Requires specifics) The exam will be read aloud by computer or test administrator. Testing in a Separate Room – Small Group The student will test in a small group with no more than 15 students. Computer Skills: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Modified Assignments The general education will modify Keyana’s, assignments including homework assignments by reducing the number of questions or depth of the assignment with essay assignments. Study Guides The general education teacher will provide, Keyana, with a study guide or outline to use as a study tool before each test. Scheduled Extended Time – Approximately __ minutes Keyana will receive up to an extra 90 minutes on assignments and test according to the assignment and teacher discretion. Test Read Aloud (in English) (Requires specifics) Computer will read test aloud if not available, test administrator will read test aloud. Testing in a Separate Room – Small Group High School- Test with 15 students or less. Economics – HS: Not Participating Location:Both English Language Arts – Middle/HS: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications modified assignments, and study guides The teacher will modify her assignment based on what the assign- ment is and teacher discretion. Scheduled Extended Time – Approximately __ minutes The student will have 90 minutes of extended time to work in her strategies class. Testing in a Separate Room – Small Group The student will test in a small group with no more than 15 students. Foreign Language – Middle/HS: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes The student will have 90 minutes of extended time to work in her strategies class. Test Read Aloud (in English) (Requires specifics) Her test will be read aloud in English where applicable. Testing in a Separate Room – Small Group The student will test in a small group with no more than 15 students. Health – Middle/HS: Participating in Regular Class/Activity Location:General Ed History – HS: Participating with Accommodations Location:Both C: EC File, Parent/Guardian Student UID#: 1940510, Page: 6 Public Schools of Robeson County IEP Document Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes Keyana will receive up to an extra 90 minutes on assignments and test according to the assignment and teacher discretion. Test Read Aloud (in English) (Requires specifics) Computer will read test aloud if not available, test administrator will read test aloud. Testing in a Separate Room – Small Group Test with 15 students or less. Math – All: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Modified Assignments The general education will modify Keyana’s, assignments including homework assignments by reducing the number of questions or depth of the assignment with essay assignments. Study Guides The general education teacher will provide, Keyana, with a study guide or outline to use as a study tool before each test. Scheduled Extended Time – Approximately __ minutes Keyana will receive up to an extra 90 minutes on assignments and test according to the assignment and teacher discretion. Test Read Aloud (in English) (Requires specifics) Computer will read test aloud if not available, test administrator will read test aloud. Testing in a Separate Room – Small Group High School- Test with 15 students or less. Science – All: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Modified Assignments The general education will modify Keyana’s, assignments including homework assignments by reducing the number of questions or depth of the assignment with essay assignments. Study Guides The general education teacher will provide, Keyana, with a study guide or outline to use as a study tool before each test. Scheduled Extended Time – Approximately __ minutes Keyana will receive up to an extra 90 minutes on assignments and test according to the assignment and teacher discretion. Test Read Aloud (in English) (Requires specifics) Computer will read test aloud if not available, test administrator will read test aloud. Testing in a Separate Room – Small Group Test with 15 students or less. Social Studies – Elementary/Middle: Not Participating Location:Both If the student is in preschool, describe how the student is involved in the general education program. Not applicable at this time Supports for school personnel: Describe consultation and/or training for school staff to meet the unique needs of the student. Not applicable at this time State and District-wide Testing: For each subject tested in the child’s grade, choose the method of assessment below. If “with accommodations” is chosen for any subject, provide description of the accommodations for each subject in the right columns. Alternate Assessment, if chosen, must apply to all tests taken. District Tests District Assessment: Participating with Accommodations Accommodations Implementation Specifications C: EC File, Parent/Guardian Student UID#: 1940510, Page: 7 Public Schools of Robeson County IEP Document Scheduled Extended Time – Approximately __ minutes The student will have up to 45 minutes of extended time to complete her test. Test Read Aloud (in English) (Requires specifics) Computer will read test aloud if not available, test administrator will read test aloud. Testing in a Separate Room – Small Group High School- Test with 15 students or less. State Tests CTE Proof of Learning: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes Keyana will receive up to 45 minutes of extended time to complete her test. Test Read Aloud (in English) (Requires specifics) Computer read aloud, if not available test administrator will read test aloud. Testing in a Separate Room – Small Group Test with 15 students or less. EOC – English II: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes Keyana will receive up to 45 minutes of extended time to complete her test. Testing in a Separate Room – Small Group Test with 15 students or less. EOC – NC Math 1: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes Keyana will receive up to 45 minutes of extended time to complete her test. Test Read Aloud (in English) (Requires specifics) Computer will read test aloud if not available, test administrator will read test aloud. Testing in a Separate Room – Small Group Test with 15 students or less. EOG – Mathematics: Not Participating EOG – Reading: Not Participating EOG – Science: Not Participating PreACT: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes Keyana will receive up to 45 minutes of extended time to complete her test. Test Read Aloud (in English) (Requires specifics) The exam will be read aloud in english by the computer or test administrator. Testing in a Separate Room – Small Group Student will test in a small group of no more than 15 students. Alternate Assessment Justification If the student is participating in any alternate assessment(s), explain why the regular testing method, standard administration or with accommodations , is not appropriate, and why the selected is appropriate: Not applicable at this time Least Restrictive Environment Justification If the student will be removed from nondisabled peers for any part of the day, explain why the services cannot be delivered with nondisabled peers with the use of supplemental aids and services. Keyana, will receive extra supports like one on one help, small group instruction, and a quiet place to work in the resource C: EC File, Parent/Guardian Student UID#: 1940510, Page: 8 Public Schools of Robeson County IEP Document setting 5 days a week in reading. Progress Reports: Progress Reports on IEP goals will be issued in accordance with school report card schedule. (If the IEP team determines that more frequent progress reports are needed, indicate the schedule below:) A more frequent progress report is not needed at this time Extended School Year Status: ESY worksheet must be completed. Is not eligible for extended school year based on current data IEP TEAM PARTICIPANTS The following individuals were present and participated in the IEP Team decision. (A Request to Excuse Required IEP Team Member(s) has been obtained if any of the below participants are identified as excused. Note with an * any team member who used alternative means to participate.) Name Position Date Eric P Sanders LEA Representative 02/24/2022 Neketa L Floyd Special Education Teacher 02/24/2022 Leslie E Bethea Regular Education Teacher 02/24/2022 Neketa L Floyd Interpreter of Instructional Implications of Evaluation Results 02/24/2022 Keyana Hammonds Student 02/24/2022 Lindsay Hunt Mother 02/24/2022 Explanation of team participants/absence of participants (if needed): Due to COVID-19 the meeting will be held Google meet. C: EC File, Parent/Guardian Student UID#: 1940510, Page: 9 Public Schools of Robeson County IEP Document Student: Keyana Cheyenne Hammonds Student UID #: 1940510 DOB:06/06/2006 School: Saint Pauls High Grade:Tenth Grade Age:15 Primary Eligibility: LDSecondary Eligibility: ELIGIBILITY WORKSHEET – EXTENDED SCHOOL YEAR (ESY) I. ESY Eligibility Determination After the consideration of applicable data, the IEP Team has determined: Yes No Cannot be Determined at this Time Factors for Consideration The student regresses or may regress during extended breaks from instruction and cannot relearn the lost skills within a reasonable time; or The benefits a student gains during the regular school year will be significantly jeop- ardized if he or she is not provided with an educational program during extended breaks from instruction; or The student is demonstrating emerging skill acquisition (“window of opportunity”) that will be lost without the provision of an educational program during extended breaks from instruction. Based on the information above: Yes No Determination The student is eligible to receive Extended School Year services. The student is not eligible to receive Extended School Year services. Eligibility cannot be determined at this time. The IEP Team will determine eligibility by 02/24/2022. II. ESY Program Description Describe the ESY program for this student by indicating the type(s) of service (special education and/or related service) and the number/length/location of session(s). Type of Service ESY Sessions Number Length Location ESY Start Date: ESY End Date: C: EC File, Parent/Guardian Student UID#: 1940510
The reality of teaching is that every new semester brings new challenges and rewards. Individualized Education Plans and 504 plans are part of most classroom environments and can pose challenges to in
Public Schools of Robeson County IEP Document Student: Marcus Lee Chavez Student UID #:4313552731 DOB:12/21/2004 School: Saint Pauls High Grade:Tenth Grade Age:17 Primary Eligibility: OHSecondary Eligibility: INDIVIDUALIZED EDUCATION PROGRAM (IEP)Meeting Purpose: Annual Review Meeting Date: 03/09/2022 From: 03/10/2022 To:03/09/2023 Student Profile Student’s overall strengths that contribute to success in the educational environment: Marcus enjoys working on the computer, He also enjoys art. He spends time drawing alot and would like to perfect the craft Parental concerns, if any, about their child’s academic and functional performance in school: His aunt is concerned about Marcus not completing given assignments. She wants to make sure he completes any given assignments. Parent /student’s vision for the future: (Include, specifically, vision for after high school, if appropriate.) Aunt would like for Marcus to be more successful in school. Present Level(s) of Academic and Functional Performance Complete the current descriptive information by using norm-referenced, criterion-referenced, or any other valid data sources, as well as descriptive information for each of the relevant areas. Include current academic and functional performance, behaviors, social/emotional development, transition and other pertinent information. All areas asses- sed should be addressed and a determination made as to whether the data indicates an area is in need of specially designed instruction. AREA(S) IN NEED OF SPECIALLY DESIGNED INSTRUCTION (SDI) must be addressed within the IEP (e.g. annual goals, accommodations, specially-designed instruction, behavior intervention plan, etc.) Area Assessed: Source(s) of Relevant Information: Area in Need of SDI: Reading ·Date: 02/27/2022, Assessment Area: Progress Monitoring, Assessment: Other – Review of Existing Data (Educational), Subject Area: Grades Yes Narrative:Grades Fall 2021 Civics & Economics 72 Natural Resources 78 Physical Science 62 Strategies 82 Spring 2022 English II 63 Foods & Nutrition 71 ·Date: 02/27/2022, Assessment Area: *Review of exist- ing data, Assessment: Review of Existing Data – Progress Monitoring of Interventions, Subject Area:Language Arts Narrative:Classworks Data 9/20/2021 C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 1 Public Schools of Robeson County IEP Document Overall Result: 640 Fall Target: 660 Domain Results Grammar/Usage/Mechanics: 620 Reading: 630 Word Analysis: 760 2/23/2022 Overall Result: 620 Winter Target: 685 Domain Results Grammar/Usage/Mechanics: 660 Reading: 610 Word Analysis: 600 · Grades · Attendance Present Level of Performance: Based on recent Classworks data, Marcus was very close in reaching both his Fall and Winter Targets in Language Arts. He was 20 points away from reaching his Fall Target and 65 points away from his Winter target. Marcus excelled in the Word Analysis domain. Marcus past and current teachers have brought up concerns regarding his academics. Marcus is quiet and likes to keep to himself most of the time. He enjoys doing his work on the computer. He also enjoys drawing. His most recent assessments indicates that he is capable of performing on the average range. At times he showed low performance on comprehension. Primary concerns however are around Marcus ’emotional and social behavior and well being . Area Assessed: Source(s) of Relevant Information: Area in Need of SDI: Behavior ·Date: 12/12/2020, Assessment Area: Social/Developmental History, Assessment:Other – Social and Developmental History, Subject Area: Yes Narrative:Marcus currently resides with his legal guardians and aunt/uncle Elizabeth and Nathaniel Tonkin. His biolog- ical brother also resides in the home. Limited information was provided regarding Marcus’ birth and developmental his- tory at this time. ·Date: 12/12/2020, Assessment Area: *Summary of Conference(s) with parents, Assessment:Other – Structured Parent Interview/Conference, Subject Area: C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 2 Public Schools of Robeson County IEP Document Narrative:Marcus is a creative and loving child. There are significant concerns about Marcus’ academic performance. · Grades · Attendance Present Level of Performance: Marcus is creative. He likes to draw and read graphic novels. Marcus is good with technology. he is respectful to his teachers. At times he will shut down and will not engage in the classroom. He likes quiet environment. Primary concerns are Marcus emotional and social behavior and well being in the classroom. Marcus has a tendency not to complete his given assignments which results in very low grades. he has been diagnosed with ADHD but is not currently on any medication. Area Assessed: Source(s) of Relevant Information: Area in Need of SDI: Math ·Date: 02/27/2022, Assessment Area: Progress Monitoring, Assessment: Other – Review of Existing Data (Educational), Subject Area: Grades Yes Narrative:Grades Fall 2021 Civics & Economics 72 Natural Resources 78 Physical Science 62 Strategies 82 Spring 2022 English II 63 Foods & Nutrition 71 ·Date: 02/27/2022, Assessment Area: *Review of existing data, Assessment: Review of Existing Data – Progress Mon- itoring of Interventions, Subject Area:Math Comprehension Narrative:Classworks Data 9/17/2021 Overall Result: 590 Fall Target: 630 Domain Results Algebra: 600 Geometry: 650 Mathematical Processes: 460 Measurement: 500 Statistics and Probability: 500 2/23/2022 Overall Result: 580 C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 3 Public Schools of Robeson County IEP Document Winter Target: 655 Domain Results Algebra: 560 Geometry: 650 Mathematical Processes: 460 Measurement: 500 Statistics and Probability: 600 · Grades · Attendance Present Level of Performance: Based on recent Classworks data, Marcus was very close in reaching both his Fall and Winter targets in math. Marcus was 40 points away from his Fall target and 75 points away from his Winter target. He excelled in the Geometry domain. Marcus is quiet and likes to keep to himself most of the time. He is creative and enjoys working on the computer. Marcus seldom completes any given assignments. Past and current teachers expressed their concerns regarding his low academic performance because of his lack to complete his assignments. His previous assessments indicated that he demonstrated average academic performance in many areas including Broad Mathematics.. Current teacher also indicated that is difficult to determine his capability because of his lack of not attempting to complete assignments. Area Assessed: Source(s) of Relevant Information: Area in Need of SDI: Written Expression ·Date: 02/27/2022, Assessment Area: Progress Monitoring, Assessment: Other – Review of Existing Data (Educational), Subject Area: Grades Yes Narrative:Grades Fall 2021 Civics & Economics 72 Natural Resources 78 Physical Science 62 Strategies 82 Spring 2022 English II 63 Foods & Nutrition 71 ·Date: 02/27/2022, Assessment Area: *Review of exist- ing data, Assessment: Review of Existing Data – Progress Monitoring of Interventions, Subject Area:Language Arts Narrative:Classworks Data 9/20/2021 Overall Result: 640 Fall Target: 660 Domain Results C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 4 Public Schools of Robeson County IEP Document Grammar/Usage/Mechanics: 620 Reading: 630 Word Analysis: 760 2/23/2022 Overall Result: 620 Winter Target: 685 Domain Results Grammar/Usage/Mechanics: 660 Reading: 610 Word Analysis: 600 · Grades · Attendance Present Level of Performance: Based on recent Classworks data, Marcus was very close in reaching both his Fall and Winter Targets in Language Arts. He was 20 points away from reaching his Fall Target and 65 points away from his Winter target. Marcus is a quiet student who likes to keep to himself most of the time. He likes to work in a quiet environment. His last formal assessment indicated that he performed in the high average range on writing samples. His Broad Written Expression was a Standard Score of 96. He is creative and enjoys drawing. Describe any relevant medical information: Marcus has been diagnosed with ADD .He is currently not on medication. Describe how the disability impacts involvement and progress in the general curriculum: Marcus’ low academic performance along with his social-emotional deficits has a negative impact on his overall classroom performance. Consideration of Special Factors: YES / NO If Yes, Location in the IEP Is the student an English Learner? No Additional Information: Does the student have any special communication needs? No Additional Information: Does the student require assistive technology devices or services? No Additional Information: Does the student require the instruction in or use of Braille? No Additional Information: C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 5 Public Schools of Robeson County IEP Document Does the student have a documented hearing loss? No Additional Information: For the student who is deaf or hard of hearing, the following have been considered: · The student’s language and communication needs · Opportunities for direct communications with peers and professional personnel in the student’s language and com- munication mode · Academic level · Full range of needs, including opportunities for direct in- struction in the student’s language Communication mode No Additional Information: Does the student have behavior(s) that impede his/her learning or that of others? If yes, how is behavior being addressed? Behavior Intervention Plan (BIP) Behavior Goal(s) Supplemental Aids/Supports Yes Additional Information: Does the student require Adapted Physical Education (APE) ? No Additional Information: Is the student receiving instruction using the Extended Content Standards? No Additional Information: Are there additional parent concerns? No Supports for academic, functional, personal changes or circumstances (if applicable): What information is known about the student that will assist in developing an individualized education program? Marcus is a quiet student who prefers to work alone. he is creative and enjoys working with technology. He does exhibits some academic deficits as well as some social-emotional issues. Secondary Transition The student is 14 years or older or will be during the duration of the IEP: Yes No The following people provided information about the student’s needs, strengths, preferences and interests and course of study selection: Student Parent(s), Guardian(s) and Family Member(s) Adult Service Agency Representatives School Staff C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 6 Public Schools of Robeson County IEP Document Other Course(s) of Study: Beginning at age 14 (or 8th grade) and updated annually: F – Future Ready Core Course of Study: Leading to a NC Diploma Complete beginning at age 16 (or earlier, as appropriate) and updated annually. Postsecondary Goals and Supports: Postsecondary goals are based upon age appropriate transition assessments as described in the present level of academic and functional performance. Indicate any activities and/or supports needed to assist student in making progress towards postsecondary goals (after high school) during the span of this IEP and the person (people) responsible for assuring these activities and/or supports are achieved. Postsecondary Goals Education/Training After high school, Marcus Lee Chavez will: Marcus indicated that he will investigate careers in computer science. Employment After high school, Marcus Lee Chavez will: Marcus indicated earlier that he will interview people who have careers in computers. Independent Living (if appropriate) Marcus will remain at home. Postsecondary Supports Transition Services Transition Activities Responsible Person(s) Responsible Agency Adult Living Skills Marcus will stay at home. Guardians none Employment Development * * * Functional Vocat- ional Evaluation (if appropriate) * * * Instruction * * * Related Services No related service none none Community Exper- iences none none none Daily Living Skills (if appropriate) Marcus will stay home. Guardians/Marcus None If the student is age 17 or younger during the life of this IEP, has the parent/guardian(s) and student have been informed of his/her rights will transfer to the child upon reaching age 18? Yes No If the student is age 18 or older during the life of this IEP, the parent/guardian(s) and student have been notified that the rights have transferred. Yes No Measurable Annual Goals Academic and/or functional goals designed to meet the student’s needs. Goals should be clearly defined and meas- urable. For students who take alternative assessments aligned to alternative achievement standards, include a des- cription of benchmarks or objectives. C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 7 Public Schools of Robeson County IEP Document Specific Area of Need Reading Observable Skill / Behavior Criterion for Mastery Method of Measur- ing Progress Assistive Technology Related to Transition Goals Marcus will increase his read- ing fluency. He will demon- strate this by reading a select- ion at his instructional level with fluency. 100 Informal assess- ments, Grade book No No Specific Area of Need Behavior Observable Skill / Behavior Criterion for Mastery Method of Measur- ing Progress Assistive Technology Related to Transition Goals Marcus will follow directions given by teacher(s) or staff on a daily basis. 80 Log of teacher observation No No · Marcus will follow verbal directions and attempt to complete requested task, assignments in a timely man- ner and with cooperation. · Marcus will participate cooperatively with small groups of students. · Marcus will seek assistance to resolve any conflict by communicating with teacher or staff. Specific Area of Need Math Observable Skill / Behavior Criterion for Mastery Method of Measur- ing Progress Assistive Technology Related to Transition Goals Marcus will increase his solving multi-step algebraic equations of real world prob- lems. He will demonstrate this as he solves problems with one or two variables. 80 Grade book, Student work samples No No C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 8 Public Schools of Robeson County IEP Document Specific Area of Need Written Expression Observable Skill / Behavior Criterion for Mastery Method of Measur- ing Progress Assistive Technology Related to Transition Goals Marcus will successfully res- pond to an essay question or topic in writing, giving a clear response with at least three supporting details. 80 Grade book, Student work samples No No Least Restrictive Environment Description of Specially Designed Instruction and Related Services Indicate the least restrictive environment in which the student can achieve the goal(s). Specially Designed Instruction: Service Amount of Time in Minutes Frequency Location Duration Math 30 minute(s) 5 per week Special Education 03/10/2022 to 03/09/2023 Reading 30 minute(s) 5 per week Special Education 03/10/2022 to 03/09/2023 Writing 30 minute(s) 5 per week Special Education 03/10/2022 to 03/09/2023 Related Services: No related services have been added for this student. Transportation is not required as a related service. Supplemental Aids/Services/Accommodations/Modifications:In the space provided, list the subject/activity area in which the student will participate and the supplemental aids, supports, modification, and/or accommodations required (if applicable) to access the general curriculumand make progress toward meeting annual goals. If supplemental aids/services, modifications/accommodations and/or assistive technology will be provided in special educationclasses, include in the table below. Classroom Activities Assemblies – All: Participating with Accommodations Location:General Ed Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer read aloud if not available test administrator will read test aloud. Testing in a Separate Room – Small Group Marcus will test with no more than 15 students. Economics – HS: Participating with Accommodations Location:General Ed Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer or test administrator reads test aloud Testing in a Separate Room – Small Group no more than 15 students C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 9 Public Schools of Robeson County IEP Document English Language Arts – Middle/HS: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Testing in a Separate Room – Small Group no more than 15 students Extracurricular Activities – All: Participating in Regular Class/Activity Location:General Ed History – HS: Participating with Accommodations Location:General Ed Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer or test administrator reads test aloud Testing in a Separate Room – Small Group no more than 15 students Homeroom – Middle/HS: Participating with Accommodations Location:General Ed Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer or test administrator reads test aloud Testing in a Separate Room – Small Group no more than 15 students Lunch – All: Participating in Regular Class/Activity Location:General Ed Math – All: Participating with Accommodations Location:Both Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Testing in a Separate Room – Small Group no more than 15 students Music – All: Participating in Regular Class/Activity Location:General Ed Physical Education – All: Participating in Regular Class/Activity Location:Special Ed Science – All: Participating with Accommodations Location:General Ed Supplemental Aids/Services/ Accommodations/Modifications Implementation Specifications Scheduled Extended Time – Approximately __ minutes Marcus will receive up to an extra 60 minutes on all test. Test Read Aloud (in English) (Requires specifics) Computer read aloud if not available test administrator will read test aloud. Testing in a Separate Room – Small Group Marcus will test with no more than 15 students. If the student is in preschool, describe how the student is involved in the general education program. Not applicable at this time Supports for school personnel: Describe consultation and/or training for school staff to meet the unique needs of the student. Not applicable at this time State and District-wide Testing: For each subject tested in the child’s grade, choose the method of assessment below. If “with accommodations” is chosen for any subject, provide description of the accommodations for each subject in the right columns. Alternate Assessment, if chosen, must apply to all tests taken. C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 10 Public Schools of Robeson County IEP Document District Tests District Assessment: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes Marcus will receive up to an extra 60 minutes on all test. Test Read Aloud (in English) (Requires specifics) Computer read aloud if not available test administrator will read test aloud. Testing in a Separate Room – Small Group no more than 15 students State Tests ACT: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes Student will get time and one half for the test Test Read Aloud (in English) (Requires specifics) The test will be read aloud to student as necessary Testing in a Separate Room – Small Group no more than 15 studwents CTE Proof of Learning: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer or test administrator reads test aloud upon student request Testing in a Separate Room – Small Group no more than 15 students EOC – Biology: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer or test administrator reads test aloud Testing in a Separate Room – Small Group no more than 15 students EOC – English II: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Testing in a Separate Room – Small Group no more than 15 students EOC – NC Math 3: Participating with Accommodations Accommodations Implementation Specifications Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer or test administrator reads test aloud Testing in a Separate Room – Small Group no more than 15 students PreACT: Participating with Accommodations Accommodations Implementation Specifications C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 11 Public Schools of Robeson County IEP Document Scheduled Extended Time – Approximately __ minutes up to 60 minutes Test Read Aloud (in English) (Requires specifics) Computer or test administrator reads test aloud Testing in a Separate Room – Small Group no more than 15 students Alternate Assessment Justification If the student is participating in any alternate assessment(s), explain why the regular testing method, standard administration or with accommodations , is not appropriate, and why the selected is appropriate: Not applicable at this time Least Restrictive Environment Justification If the student will be removed from nondisabled peers for any part of the day, explain why the services cannot be delivered with nondisabled peers with the use of supplemental aids and services. Marcus will be removed from his non-disabled peers during a portion of the day to assist him with deficits in math. Progress Reports: Progress Reports on IEP goals will be issued in accordance with school report card schedule. (If the IEP team determines that more frequent progress reports are needed, indicate the schedule below:) A more frequent progress report is not needed at this time Extended School Year Status: ESY worksheet must be completed. Is not eligible for extended school year based on current data IEP TEAM PARTICIPANTS The following individuals were present and participated in the IEP Team decision. (A Request to Excuse Required IEP Team Member(s) has been obtained if any of the below participants are identified as excused. Note with an * any team member who used alternative means to participate.) Name Position Date Eric P Sanders LEA Representative 03/09/2022 Michael T Moses Special Education Teacher 03/09/2022 Leslie E Bethea Regular Education Teacher 03/09/2022 Michael T Moses Interpreter of Instructional Implications of Evaluation Results 03/09/2022 Marcus Chavez Student 03/09/2022 Elizabeth Tonkin Mother 03/09/2022 Explanation of team participants/absence of participants (if needed): All members present C: EC File, Parent/Guardian Student UID#: 4313552731, Page: 12 Public Schools of Robeson County IEP Document Student: Marcus Lee Chavez Student UID #:4313552731 DOB:12/21/2004 School: Saint Pauls High Grade:Tenth Grade Age:17 Primary Eligibility: OHSecondary Eligibility: ELIGIBILITY WORKSHEET – EXTENDED SCHOOL YEAR (ESY) I. ESY Eligibility Determination After the consideration of applicable data, the IEP Team has determined: Yes No Cannot be Determined at this Time Factors for Consideration The student regresses or may regress during extended breaks from instruction and cannot relearn the lost skills within a reasonable time; or The benefits a student gains during the regular school year will be significantly jeop- ardized if he or she is not provided with an educational program during extended breaks from instruction; or The student is demonstrating emerging skill acquisition (“window of opportunity”) that will be lost without the provision of an educational program during extended breaks from instruction. Based on the information above: Yes No Determination The student is eligible to receive Extended School Year services. The student is not eligible to receive Extended School Year services. Eligibility cannot be determined at this time. The IEP Team will determine eligibility by 03/10/2022. II. ESY Program Description Describe the ESY program for this student by indicating the type(s) of service (special education and/or related service) and the number/length/location of session(s). Type of Service ESY Sessions Number Length Location ESY Start Date: ESY End Date: C: EC File, Parent/Guardian Student UID#: 4313552731

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